One approach that helps to develop students' concepts and vocabulary is the use of pre- and postteaching activities to supplement daily lessons and help make the content accessible. Each of the following is an example of a postteaching activity EXCEPT:
A. Establish the knowledge base needed to understand new information.
B. Review key concepts.
C. Clarify misconceptions.
D. Expand students' knowledge of the content.
Answer: A
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Heidi sees her friend, Liliana frown when she hears some news about the guy Liliana used to date. Which of the following is a good example for Heidi's perception check?
a. "I know you are upset about it, but heck, that was more than a year ago when you were dating. Get over him!" b. "Hey, you still like that dude! I have always thought so!" c. "Let's go and see a film, and not care about him at all" d. "You seem to be upset – are you?"
Melinda wants to help her students understand the concept of velocity. She provides a large number of toy cars and small ramps and scales, stopwatches and rulers for her students so that they can work to find patterns. Melinda then questions the students as a group and they come to a description of the patterns that emerged. Of the following, the Melinda's approach could best be described as:
a. direct instruction. b. cooperative learning. c. guided discovery. d. lecture-discussion.
Which vocabulary teaching strategies should be emphasized?
What will be an ideal response?
Which of the following actions indicates that a teacher is applying cognitive learning theory into classroom practice?
a. Asking students questions that require them to draw conclusions b. Using tools that help students see the interrelatedness of information c. Modeling desired behaviors to promote appropriate student behavior d. Having students work in small groups to understand and solve realistic problems